Providing constructive feedback to students during mentoring

Abstract

The need to provide students with regular feedback on their performance is integral to the assessment process, but not all mentors feel confident to do this. This article highlights the benefits of providing constructive feedback for both the mentor and the student. Five principles associated with giving constructive feedback are discussed. The importance of preparing for feedback, ensuring it is provided in a timely manner and being specific are emphasised. Development opportunities to enhance mentors' skills in giving feedback that is beneficial to the student are also discussed.

Multisource feedback to graduate nurses: a multimethod study

“…It is clear from studies of provision of support to graduate nurses, that feedback should be 'regular' (Department of Health 2009, Duffy 2013. Consensus on the definition of 'regular', however, has not been reached (Clynes & Raftery 2008).…”

Teaching Tools for the Mentor "Trainer" of Professionals Working in Primary Health Care Improving and Growing with Every Challenge

“…The answer to our problems almost always reflects our feelings or perception about ourselves [21][22][23][24]. An approach based on deficiencies makes difficult for a person to generate energy, motivation or achieve positive changes [25][26][27][28]. A primary task of the tutor is to bring about genuine confidence for the learner can achieve goals.…”

“…In this conversation there is really no advice: the advice is to help him. This does not mean that the tutor, as a professional, has to accept the decision of apprentice, but it is achieved: 1) Know what is the vision of the student about the problems and solutions; 2) Improve the self-esteem of the student to hear his own version; 3) Improve the confidence of the student in the tutor for the same reason; and 4) Propose changes but from the ideas of the student [26].…”

Viability of using Twitter to support peer instruction in teacher education

“…Constructive feedback has increasingly garnered attention from both researchers and practitioners, as it clamors for a highly rigorous form of evaluative feedback. It identifies problems and issues based on objective, norm-or criteria-references, albeit presenting the problems and suggesting solutions in a well-reasoned, friendly, and non-offensive fashion (Du Toit, 2012;Duffy, 2013;Hendry et al, 2011). Research indicates how constructive feedback can take place in three forms: a criticisms b questions c suggestions for improvements (Brookhart, 2008).…”

“…The student Twitter-and paper-based feedback was analysed from both quantitative and qualitative dimensions to provide insight on the nature of student interactions and Twitter-mediated peer-feedback, as compared to paper-feedback. Qualitative content analysis was also used to analyse student tweets using a typology of feedback that was developed using the conceptual frameworks described in the literature (Duffy, 2013;Du Toit, 2012;Brookhart, 2008;Nelson and Schunn, 2009). First, we analysed all feedback and assigned it to one of two broad categories: CG or AF feedback.…”